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Andrew Jackson’s Speech To Congress On Indian Removal (excerpted)
President Andrew Jackson
December 6, 1830
It gives me pleasure to announce to Congress that the benevolent policy
of the Government, steadily pursued for nearly thirty years, in relation to
the removal of the Indians beyond the white settlements is approaching to
a happy consummation. Two important tribes have accepted the
provision made for their removal at the last session of Congress, and it is
believed that their example will induce the remaining tribes also to seek
the same obvious advantages.
…
What good man would prefer a country covered with forests and ranged
by a few thousand savages to our extensive Republic, studded with cities,
town, and prosperous farms embellished with all the improvements which
art can devise or industry execute, occupied by more than 12,000,000
happy people, and filled with all the blessings of liberty, civilization and
religion?
The present policy of the Government is but a continuation of the same
progressive change by a milder process. The tribes which occupied the
countries now constituting the Eastern States were annihilated or have
melted away to make room for the whites. The waves of population and
civilization are rolling to the westward, and we now propose to acquire the
countries occupied by the red men of the South and West by a fair
exchange, and, at the expense of the United States, to send them to land
where their existence may be prolonged and perhaps made perpetual.
…
Rightly considered, the policy of the General Government toward the red
man is not only liberal, but generous. He is unwilling to submit to the
laws of the States and mingle with their population. To save him from
this alternative, or perhaps utter annihilation, the General Government
kindly offers him a new home, and proposes to pay the whole expense of
his removal and settlement.
well-meaning
end; completion
destroyed
on-going
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Letter from Chief John Ross of the Cherokee Nation, “To the Senate and House of
Representatives (excerpted)
Chief John Ross of the Cherokee Nation
September 28, 1836
It is well known that for a number of years past we have been harassed
by a series of vexations, which it is deemed unnecessary to recite in
detail, but the evidence of which our delegation will be prepared to
furnish. With a view to bringing our troubles to a close, a delegation
was appointed on the 23rd of October, 1835, by the General Council of
the nation, clothed with full powers to enter into arrangements with the
Government of the United States, for the final adjustment of all our
existing difficulties.
By the stipulations of this instrument, we are despoiled of our private
possessions, the indefeasible property of individuals. We are stripped
of every attribute of freedom and eligibility for legal self-defense. Our
property may be plundered before our eyes; violence may be
committed on our persons; even our lives may be taken away, and there
is none to regard our complaints. We are denationalized; we are
disfranchised. We are deprived of membership in the human family!
We have neither land nor home, nor resting place that can be called our
own. And this is affected by the provisions of a compact which assumes
the venerated, the sacred appellation of treaty.
…
We are overwhelmed! Our hearts are sickened, our utterance is
paralyzed, when we reflect on the condition in which we are placed, by
the audacious practices of unprincipled men.
…And, therefore, we, the parties to be affected by the result, appeal with
confidence to the justice, the magnanimity, the compassion, of your
honorable bodies, against the enforcement, on us, of the provisions of a
compact, in the formation of which we have had no agency.
serious problems
cannot be taken away or
made void
regard with respect / name
willing to take risks
generosity
agreement / control; power
Teacher’s Guide
Name of Text: Document 1: Andrew Jackson’s Speech to Congress on Indian Removal, December 6, 1830
Document 2: Letter from Chief John Ross of the Cherokee Nation, “To the Senate and House of Representatives” September 28, 1836
Question Composers: Temoca Dixon, Marcella Howden, Vallarie Larson, Nicolle, Morrison, Marcia Motter, Judy Spencer, Beth Swanberg
CCSS: RH.6-8.1, RH.6-8.2, RH.6.4, RH.6.6, RH.6-8.10; WHST.6-8.1, WHST.6-8.4, WHST.6-8.9; SL.7.1; L.7.1, L.7.2, L.7.4
Text Dependent Questions
In Document 1, who is the author and whom does the speech address?
In Document 2, who is the author and whom does the speech address?
Teacher Notes and Possible Textual Evidence
For Student Answers
Document 1: President Andrew Jackson and the speech is addressed to the
US Congress (lines 1,2)
Document 2: Chief John Ross of the Cherokee Nation is the author. The
audience is the Senate and House of Representatives (Congress) and the
American public. (lines 36-38)
We want students to understand who wrote the documents and who the audience
was for those documents.
Jackson states that things are coming to a happy consummation or end.
What are those things that are being consummated?
The removal of the Indians from white settlements (lines 7, 9-11)
Students should understand what is being asked of Congress. What laws or policies is
Andrew Jackson asking them to make regarding Native Americans?
How many tribes have accepted the policy of the Government and why does
Jackson believe they complied with the policy?
Two tribes have accepted the policy (line 8).
He suggests there are “obvious advantages” to accepting the policy
(lines 10-11)
Text Dependent Questions
Teacher Notes and Possible Textual Evidence
For Student Answers
Jackson claims that removing “savages” from the Republic will have benefits.
What are these benefits?
Cities, towns, prosperous farms, and societal improvements like art and
industry will develop in the republic. Twelve million people will be positively
impacted with liberty, civilization, and religion. (Lines 13-18)
Andrew Jackson is making the argument that removal of the Indians would be highly
beneficial to the development of the republic. White civilization is superior and
more desirable and more favorable than Native American culture.
According to Jackson, to whom does the benefits of civilization belong?
Good men (line 13)
Government (line 6)
The Extensive Republic (line 14)
12 million happy people (line 17)
Students should recognize the distinction between who does and who does
not belong inside of the republic
What can you infer about savages in lines 13 and 14?
Savages would prefer a country covered by forests. Since Jackson is
advocating for their removal by describing the benefits, one can infer that
savages don’t value liberty, civilization (cities, towns, farms, industry) and
religion.
What happened to the tribes that were originally located in the Eastern
United States?
They were annihilated or melted away to make room for white settlers
(lines 21-23).
What does Jackson propose doing with tribes that occupy the South and
Western part of the Republic?
He proposes sending “them to a land where their existence may be
prolonged and perhaps made perpetual.” (lines 25-27)
Text Dependent Questions
Teacher Notes and Possible Textual Evidence
For Student Answers
Why would Jackson’s policy be a “milder process?” What evidence does
Jackson use to support his claim that removal is “generous?”
The tribes would be saved from annihilation (line 22)
It would be a fair exchange (line 26) at the expense of the US (line 26)
Their existence would be prolonged and perpetual (line 27)
The Government generous and liberal (line 31)
The Government paying the expense for removal (line 33-34)
What length of time has passed between Ross’s speech and Jackson’s
speech?
Six years has passed (lines 3 and 39)
In October of 1835, The General Council met with the US Government.
Why did they meet?
For the final adjustment of all our existing difficulties (lines 47-48)
To bring our troubles to a close (line 44)
What are the troubles and existing difficulties that Ross describes?
Despoiled of our private possessions and property of individuals; stripped of
freedom and legal self-defense; violence committed; denationalized;
disenfranchised; deprived of membership in the human family; they have not
home to call their own; and the treaty is suspect (lines 50-59).
Audacious can mean reckless. What are Jackson and the Government doing
that Ross sees as “audacious?”
Removal and settlement (line 34)
Indian rights, possessions, and land have been taken away in a manner that
disregards the Native American’s humanity and dishonors a former
relationship as allies/friends.
Students should recognize the significance of this statement in understanding the
magnitude of the concerns and perceptions of the Native American people.
Text Dependent Questions
Teacher Notes and Possible Textual Evidence
For Student Answers
It is six years later. What qualities or attributes of the 1836 Congress does
Ross hope will guide them when making their decision?
Justice, honor, compassion, magnanimity, generosity (lines 67-68)
In line #46, what does the word “clothed” mean?
Equipped; given full authority
This is an academic vocabulary word that has a different meaning in this text.
Students should be able to determine and understand the meaning of the word as it is
used in this context.
What is the tone of each text? What words or phrases support your answer?
Document 1: Persuasive – Attempt to convince Congress (and public) that
this is the correct course of action. (Some evidence includes lines 8 [obvious
advantages], 14[blessings of liberty], 16-17 [progressive change by milder
process], 25 [liberal, but generous]).
Document 2: Pleading, desperate. Chief John Ross sounds distressed and
disheartened. (Some evidence includes lines 34 [harassed], 42-48 [despoiled
of private possessions, stripped of every attribute of freedom, denationalized,
disenfranchised, etc.], 52 [overwhelmed, sickened, utterance is paralyzed]).
Chief Ross’ speech is very emotionally charged as evidenced by language,
style and punctuation.
Students should be able to determine from the language of each speaker their
feelings, attitudes, motivations and opinions and recognize that these documents
represent opposite views of the same issue. Jackson encourages Indian removal and
Chief Ross is against it. Each document is very different in tone and perspective.
What statements in Jackson’s speech support Chief John Ross’ argument?
Cite evidence from the text that supports your answer.
Jackson, himself, provides reasons for removal that support Indian concerns.
Some inferred answers from Jackson include lines 18-19 [tribes were
annihilated or melted away], 20 [we propose to acquire the countries…], 22
[their existence may be prolonged and perhaps made perpetual], 26-27 [to
save him from this alternative, perhaps utter annihilation]).
Students should recognize the threatening language and implied message that are
embedded in what appears to be an encouraging and concerned speech by Jackson.
Vocabulary
These words merit LESS time and attention
(They are concrete and easy to explain, or describe events/
processes/ideas/concepts/experiences that are familiar to your
students.)
Line #
Word
5
Policy
6
Pursued
9
Provision
14
Savages
14
14
Republic
Studded
15
16
16
22
24
Embellished
Devise
Industry
Constituting
Acquire
25
30
Red men
Generous
31
42
Mingle
Recite
43
Delegation
Definition
A set of rules or a plan that is used as a
guide for action
To follow in order to reach or catch;
chase
The act of preparing and planning
ahead for future needs
A group of people who are not thought
to be civilized.
A nation in which those who make the
laws and run the government are
elected by the people
To be scattered over
To improve by, or as though by,
decorations
To invent or think out
Hard work
To form or make up
To get or come to have as one’s own
(slang) An offensive term used to mean
Native Americans
Willing to give or share; not selfish
To come together or join with other
people
To list in detail
A group of people chosen to speak or
act for others
These words merit MORE time and attention
(They are abstract, have multiple meanings, and/or are a part
of a large family of words with related meanings. These words are
likely to describe events, ideas, processes or experiences that most of
your student will be unfamiliar with.)
Line #
Word
Definition
6
Relation
10
Induce
Connection
To persuade or influence, as to a course of
action
13
Ranged
To roam; wander
16
Execute
To put into actions; carry out
21
27
Progressive
Prolonged
30
30
41
44
Liberal
Submit
Harassed
Furnish
50
50
Stipulations
Instrument
Something required as part of an agreement
A legal document
50
51
Despoiled
Stripped
To forcefully take belongings or goods from
To take away from
58
Compact
An agreement between people or groups
In favor of social progress or change
To make last longer
Open to new behaviors or opinions
To give into the will or power of another
To trouble or bother again and again
To supply or provide
52
Attribute
A characteristic or quality
59
Treaty
53
Plundered
64
Unprincipled
55
55
56
62
Denationalized
Disfranchised
Deprived
Utterance
To steal from by force
To deprive of the status of sovereign
nation
To deprive a right or privilege
To take away from; not allow to have
Something spoken or cried out
66
Appeal
A formal agreement between two or more
countries/groups
Without regard to moral principles, or
lacking the usual moral standards
An earnest request for help
Writing Prompt:
Using evidence from both texts, compare and contrast each speaker’s view regarding Native Americans, assimilation of Natives into white culture
and society, and the coexistence of white and Native Americans in the United States.
Checklist identifying key points that will assist in measuring student success and/or difficulty with the close reading and/or writing prompt.
1.
2.
3.
4.
Write a claim that defends a position.
Write in a formal style.
Support the claim with reasoning and relevant evidence that supports the claim using cohesive words and phrases.
Find 3 pieces of evidence that support the claim. Use complete sentences and cite specific textual evidence that supports the claim.
Evidence should be cited correctly. Include the line number from the text at the end of the quote or citation (lines 3-4).
5. Provide a concluding statement that supports the argument and ties the paragraph together.
Sample Student Outline (as guideline for students and teacher):
I. Introduction
II.
III.
IV.
V.
A. State of the relationship between whites and Native Americans
B. Thesis: Although both Jackson and Ross realized they needed to work out the relationship between whites and Native
Americans, they had very different ideas about Natives, assimilation, and how to solve their problem of coexistence.
Body Paragraph #1: views about Native Americans
A. Evidence #1 from Jackson
B. Evidence #2 from Jackson
i. Summarize Jackson’s point of view re: Native Americans
C. Evidence #1 from Ross
D. Evidence #2 from Ross
i. Summarize Ross’s point of view re: Native Americans
Body Paragraph #2: views on Assimilation
A. Evidence #1 from Jackson
B. Evidence #2 from Jackson
i. Summarize Jackson’s point of view re: assimilation
C. Evidence #1 from Ross
D. Evidence #2 from Ross
i. Summarize Ross’s point of view re: assimilation
Body Paragraph #3: Proposed Solution
A. Jackson’s proposed plan -removal
B. Ross’s proposed plan – assimilation
C. Commentary on pros/cons of each plan
Conclusion